Li Yifei, Zhang Jingping, Zhang Jie, Li Juan, Chen Yiping, Zuo Man
Xiangya Nursing School of Central South University, Changsha, Hunan, China.
Hunan University of Chinese Medicine, Changsha, Hunan, China.
Front Psychol. 2024 Jul 5;15:1368023. doi: 10.3389/fpsyg.2024.1368023. eCollection 2024.
School age is a critical period for the development of individual gender equality consciousness. The purpose of this study was to explore the potential classes of school-age children's gender equality consciousness, influencing factors and their differences in gender role, thus providing targeted guidance for the formulation and implementation of gender equality education strategies.
A cross-sectional survey was conducted among 1846 school-age children using the demographic information questionnaire, gender equality consciousness questionnaire and Bem Sex Role Inventory. A latent class analysis was performed to explore gender equality consciousness latent classes. Multinomial logistic regression analysis was conducted to examine the predictors of class membership, and chi-square test was used to compare the gender role of each latent class.
The average age of the included 1846 participants was 10.10 ± 1.82 years old. The proportion of boy, grade 6 and living in urban area, respectively, were 50.8, 25.3, and 60.2%. The only children was 16.3% and left-behind children was 22.5%. 60.5% of all children thought their parents had a good relationship. The core family structure in all participants was 54.1%. Mothers were the caregivers of most children (63.6%). The same-sex friends more than 3 was 73.5%, while opposite-sex friends ranged from 0 to 1 was 41.7%. Three latent classes were identified and labeled "high gender equality consciousness" class (20.6%), "moderate gender equality consciousness" class (42.3%) and "low high gender equality consciousness" class (37.1%). Factors affecting the different types of school-age children's gender equality consciousness include gender, grade, caregiver, place of residence, whether they are left-behind children and parental relationship. Rural and left-behind children are more likely to enter the "low gender equality consciousness" group. Children in the "low gender equality consciousness" group had a lower proportion of androgynous gender role.
Rural children and left-behind children are the priority groups for gender equality education. Gender role is the important predictors and intervention targets of children's gender equality consciousness. Educators or policy makers can formulate targeted intervention measures according to the influencing factors of potential classes.
学龄期是个体性别平等意识发展的关键时期。本研究旨在探讨学龄儿童性别平等意识的潜在类别、影响因素及其在性别角色上的差异，从而为性别平等教育策略的制定和实施提供针对性指导。
采用人口学信息问卷、性别平等意识问卷和贝姆性别角色量表对1846名学龄儿童进行横断面调查。进行潜在类别分析以探索性别平等意识潜在类别。进行多项逻辑回归分析以检验类别归属的预测因素，并使用卡方检验比较每个潜在类别的性别角色。
纳入的1846名参与者的平均年龄为10.10±1.82岁。男孩、六年级学生和居住在城市地区的比例分别为50.8%、25.3%和60.2%。独生子女占16.3%，留守儿童占22.5%。所有儿童中有60.5%认为他们的父母关系良好。所有参与者中核心家庭结构占54.1%。大多数儿童（63.6%）的照顾者是母亲。同性朋友超过3个的占73.5%，而异性朋友为0至1个的占41.7%。确定了三个潜在类别，分别标记为“高性别平等意识”类别（20.6%）、“中等性别平等意识”类别（42.3%）和“低性别平等意识”类别（37.1%）。影响不同类型学龄儿童性别平等意识的因素包括性别、年级、照顾者、居住地、是否为留守儿童以及父母关系。农村和留守儿童更有可能进入“低性别平等意识”组。“低性别平等意识”组中具有双性化性别角色的儿童比例较低。
农村儿童和留守儿童是性别平等教育的重点群体。性别角色是儿童性别平等意识的重要预测因素和干预目标。教育工作者或政策制定者可根据潜在类别的影响因素制定针对性的干预措施。
